One-size-fits all approach doesn’t work for distance students

With over 60 years’ experience, Massey University is a self-proclaimed world leader in distance education. But, as the distance community grows due to many factors, including Covid-19, the University's one-size-fits all approach to tertiary study is showing cracks.

Massey at Distance (M@D), are conducting a three-stage research plan to understand and address the systemic issues distance students face. This research is centered around the historic homogenisation of distance students since the programme's introduction in the 1960s.

According to Massey University’s 2021 annual report, 55.9 per cent of students studied mainly by distance/online, and 59 per cent of all Massey students were aged 25 years or older.

“Distance learning needs to have its own design, it shouldn’t be an afterthought, especially as the majority of Massey students' study through distance,” says Jax Watt, Co-President of M@D.

“Tertiary policy and funding has been specifically designed with the stereotypical school-leaver, full-time student in mind. This approach is hurting distance students who are typically older and have a unique set of needs and goals,” Watt continues.

The Tertiary Education Commission (TEC), which provides funding to universities, classifies a successful student as one that finishes their studies within an eight-year period. This one-dimensional criterion fails to account for part-time students, mature students, and students facing boundaries to tertiary education.

This homogenisation has directly impacted Massey universities funding of distance students, leaving many distance offerings shells of the internal equivalents.

“Distance study is the only way I’m able to work towards a degree. I’m a primary solo caretaker of children. I would never be able to attend classes in person which is why quality recorded lectures are so important,” says one distance student.

“I’m a part-time student, and for me, this is the only way to do uni. I’m a single mum who needs to work to keep the bills paid,” says another distance student.

There is significant value in the distance tertiary field within New Zealand. It promotes the position of learning being life-long and breaks down barriers created by privilege and the responsibilities of being an adult.

M@D would like to collect data that can be used to advocate for the TEC to engage in less homogenisation of tertiary policy and funding.

If you would like to be involved (both distance and internal students welcome), use the link below to access the initial survey. You will be given the opportunity to opt-in to follow-up focus groups and individual interviews at the end of the survey.

https://massey.au1.qualtrics.com/jfe/form/SV_06uCblyQYrS4b8G